Development and Validation of the Prosocial Behavior in School Scale

Bibliographic Data

ID21376492
AuthorsChristi Bergin (0000-0001-7658-8697, Department of Educational, School, and Counseling Psychology University of Missouri Columbia Missouri USA, corresponding author), Joy Roos (0000-0002-4165-1665, Department of Educational, School, and Counseling Psychology University of Missouri Columbia Missouri USA), Busiswa Khumalo (Department of Educational, School, and Counseling Psychology University of Missouri Columbia Missouri USA), Busiswa Tive Khumalo (University of Missouri), Lindsay Brockmeier (0000-0003-1645-267X, Department of Educational, School, and Counseling Psychology University of Missouri Columbia Missouri USA), Olive Baron (0009-0004-3702-3537, Department of Educational, School, and Counseling Psychology University of Missouri Columbia Missouri USA), Anna Vogts (Department of Educational, School, and Counseling Psychology University of Missouri Columbia Missouri USA)
Year2026
Volume63
Issue6
Pages1001-1019
Publication date2026-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.70144
OpenAlexW7126024225
LanguageEN
Citations received1
References cited106

This study reports on the development, factor structure, and validity indicators of the Prosocial Behavior in School Scale (PBSS) among 4264 sixth‐ to eighth‐grade students in the United States. The final PBSS is a 12‐item self‐report measure of students' prosocial behavior in a specific classroom. The PBSS was developed using student descriptions of authentic prosocial behaviors. Factor analysis suggested that responses to the PBSS were represented by two distinct but correlated factors–Responsive Prosocial Behavior (PB) and Principled PB. These factors were invariant across gender, grade levels (sixth to eighth), and ethno‐racial groups, and demonstrated internal consistency. Small gender, ethno‐racial, and grade‐level differences emerged in frequency of self‐reported prosocial behavior. Validity of the PBSS was supported by measures of antecedents and outcomes of prosocial behavior. Specifically, PBSS scores correlated positively with social connection (peer friendships and teacher–student relationships), in‐class engagement over the school year, and teacher use of praise (but not use of induction). Implications for research and practice are discussed

Praise · Predictive validity · Prosocial behavior · Psychometrics · Scale (ratio) · Test validity · Bullying, Victimization, and Aggression · Communication in Education and Healthcare · Early Childhood Education and Development